Cubit Computer Science Kit Curriculum Guide
Welcome to Cubit
Every aspect of Cubit is designed with education in mind because our curriculum is developed
and used by teachers. Each unit is created, reviewed and revised based on real world
classroom experience and best practices in STEAM education. We do the heavy lifting of
creating formal lesson plans so you can focus your time on doing what you love - teaching.
Each Cubit Curriculum Unit consists of a cohesive framework that allows students to unpack big
ideas through a series of highly engaging lessons that are aligned to content standards. The
projects create the opportunity for students to explore key concepts through hands-on
experiences, grapple with misconceptions, and develop a STEAM growth mindset through an
infusion of design thinking elements that rewards creative risk taking.
Cubit Curriculum is designed as a flexible, modular system so educators can choose which
format works for their needs. Cubit Curriculum Unit Plans include a PDF format for easy
downloading and sharing, creating a compact layout to reduce printing demands and ensuring
clear pictures when handouts are photocopied in black and white. Unit plans are comprised of
simple setup guides, detailed lessons along with at a glance guides, student worksheets, and
specific Cubit Workshop plan files that can be used collectively or separately.
STEAM Education
Computer Science Kit
Middle School Unit Plan
Musical Coders
Table of Contents
Curriculum Standards Mapping
3
Curriculum Concept Connections
4
Curriculum Thematic Framework
6
Lesson 1: Programming a Light Show
Standards and Conceptual Snapshot
Setup, Preparation and Clean Up
Lesson Detail
Light Show Algorithm Task Card
Interactive Light and Music Project Brainstorm Worksheet
8
8
10
12
16
20
Lesson 2: Coordinating Light and Sound
Standards and Conceptual Snapshot
Setup, Preparation and Clean Up
Lesson Detail
Task Card: Linking Lights to Music
21
21
23
24
29
Lesson 3: Prototyping The Light and Sound Show
Standards and Conceptual Snapshot
Setup, Preparation and Clean Up
Lesson Detail
Design Revisions Worksheet
Design Planning Worksheet
30
30
31
33
35
36
Lesson 4: Programming the Interactive Show
Standards and Conceptual Snapshot
Setup, Preparation and Clean Up
Lesson Detail
Worksheet & Task Card: Programming the Interactive Musical Light Show
39
39
41
43
45
Lesson 5: Prototype Gallery Walk
Standards and Conceptual Snapshot
Setup, Preparation and Clean Up
51
51
52
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Lesson Detail
Progress as Programmers Worksheet
Prototype Feedback Worksheet
54
57
59
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Curriculum Standards Mapping
Unit Title
Musical Coders
Theme:
How Can We Design An Interactive Musical Light Show?
Tags​:​ ​Computer Science, Middle School, Programming, K-12 Computer Science Framework
Cubit Kit:​ ​ Horn Kit ​(Color LED Strip, Buzzer, Light Sensor, Origami Template)
Grade Level: ​ Middle School
K-12 Computer Science Framework Standards
Practices
Core Concepts
Crosscutting Concepts
Collaborating Around
Computing
Algorithms
Abstraction
Control
Communication and
Coordination
Recognizing and Defining
Computational Problems
Developing and Using
Abstractions
Devices
Creating Computational
Artifacts
Hardware and Software
Testing and Refining
Computational Artifacts
Modularity
Human–Computer Interaction
System Relationships
Program Development
Troubleshooting
Variables
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Curriculum Concept Connections
Unit Title
Musical Coders
Theme:
How Can We Design An Interactive Musical Light Show?
Big Ideas:
1. An Algorithm is a Set of Specific Instructions
2. Computers Read Algorithms Literally
3. Loops Repeat Steps Over and Over
4. For Loops Repeat an Algorithm For A Number of Times
5. One Algorithm Can Be Coded In Multiple Ways
6. Blocks (Parts of an Algorithm) can Receive Inputs and Send Outputs
7. Algorithms Use Data as Inputs and Outputs
8. Conditionals Execute Different Algorithms In Different Conditions
9. Variables Are Data with Names
10. Variables Have A Value At Any Given Time
11. Variables Can Be Used to Change Several Parts of an Algorithms at One Time
12. Designers Plan, Build, and Test Prototypes
13. Designers and Engineers Use Feedback To Improve Designs
Essential Questions:
● How do we use software to achieve a goal?
● Why do programs sometimes not work as expected?
● How do we make programs repeat?
● How can different parts of a program communicate with each other?
● How can we write programs so the output depends on the input?
● What steps do designers and engineers use to plan designs?
● How can a program respond to changing input?
● How can a programmer change many parts of an algorithm at the same time?
● How can a user control a program while it is running?
● Why do designers show their designs to others?
STEAM Components
● Science​ (Sound Frequency, Waves)
● Technology ​(Programming, Hardware and Software, Sensors and Outputs)
● Art ​(Music, Color and Light, Design)
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●
●
Engineering ​(Form and Function, Prototyping)
Math ​(Algebraic Thinking, Functions, Variables and Values)
Design Thinking Focus
● Explore​: Define a Challenge, Identify Solution Criteria, Gather Information
● Imagine​: Brainstorm Solutions, Evaluate and Select Ideas, Create Design Plans
● Prototype​: Build A Prototype, Plan and Conduct Testing, Troubleshoot Issues
● Iterate​: Provide and Receive Feedback, Identify Revisions, Replan, Rebuild, Retest
● Communicate​: Create and Give Presentations, Create Explanatory Diagrams, Get New
Perspectives, Document and Incorporate Insights
Extensions:
1. Creating Chords: Exploring Music Concepts through Engineering A Three-Horn Device
● Students use three buzzers with origami cones to play sounds simultaneously,
forming chords. This extension presents the opportunity for students to learn
music concepts having to do with the interaction of sounds, including harmony,
consonance and dissonance, intervals and more. Students can focus on
practices and principles of computer science, such as creating loops, Gotos,
subprograms, and by designing code that is easy to read.
2. Making a Theremin: Turning Movement into Music
● Students use Ultrasonic Distance smartware to create a version of a theremin, a
device which changes the pitch or tempo of the sounds produced by the theremin
as their hand gets closer and further from the sensor.
3. Real-World Applications: “Seeing” Music for Hearing-Impaired Populations
● Students design a device that communicates sound to people with hearing
impairments. Using one or more LED strips, or motor smartware, students design
a system to represent different sounds for use by people who differ in their ability
to hear. Students learn principles of Human-Centered Design to create a
user-friendly device, and integrate arts concepts and practices to provide
aesthetics in a modality other than sound.
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Curriculum Thematic Framework
Unit Title
Musical Coders
Theme:
How Can We Design An Interactive Musical Light Show?
Conceptual Flows
Lesson 1 - Programming a Light Show
Lesson 2 - Coordinating Light and Sound
Lesson 3 - Prototyping The Light and Sound Device
Lesson 4 - Programming the Interactive Show
Lesson 5 - Presenting Design Iterations
Lesson Duration:
60 minutes/lesson
Lesson 1
Programming a Light
Show
Learning Objectives
Break down an objective into
component tasks
An Algorithm is a Set of
Specific Instructions
Write an algorithm with steps
specific enough to successfully
achieve an objective
Computers Read
Algorithms Literally
Debug and revise a program
by identifying the cause of the
error or undesired behavior
Coordinating Light
and Sound
Vocabulary
Students will be able to:
Use For Loops and Infinite
Loops to makes sets of
algorithms repeat
Lesson 2
Connections
Loops Repeat Steps
Over and Over
Algorithm
Event Handling
Sequence
Debug
Loop
For Loop
Index
For Loops Repeat an
Algorithm For A Number
of Times
One Algorithm Can Be
Coded In Multiple Ways
Use data outputs from one part
of an algorithm as an input to
control aspects of another part
of an algorithm
Blocks (Parts of an
Algorithm) can Receive
Inputs and Send
Outputs
Use a conditional to program
different algorithms for a TRUE
and a FALSE condition
Algorithms Use Data as
Inputs and Outputs
Input
Output
Variable
Frequency
Conditional
Conditionals Execute
Different Algorithms In
Different Conditions
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Lesson 3
Designing The Light
and Sound Prototype
Set project specifications and
translate them into software
and hardware design
Designers Plan, Build,
Test, and Iterate On
Prototypes
Design
Prototype
Users
Specifications
Iteration
Variables Are Data with
Names
Parallel Algorithms
Sensor
Variables
Build a prototype of a device
displaying a light and music
show
Lesson 4
Programming the
Interactive Show
Set a variable and use it to
update multiple aspects of an
algorithm
Use a sensor to create an
interactive program
Create a software plan
demonstrating multiple
computer science concepts
Lesson 5
Prototype Gallery
Walk
Present designs and ask
questions to solicit feedback
Explain computer science
concepts used in designs
Variables Have A Value
At Any Given Time
Variables Can Be Used
to Change Several Parts
of an Algorithm At One
Time
Designers and
Engineers Use
Feedback To Improve
Designs
Iteration
User Testing
Evaluate the success of
designs based on feedback
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Lesson 1: ​Programming a Light Show
Standards and Conceptual Snapshot
Unit Theme:
How Can We Design An Interactive Musical Light Show?
Big Ideas:
● An Algorithm is a Set of Specific Instructions
● Computers Read Algorithms Literally
● Loops Repeat Steps Over and Over
● For Loops Repeat an Algorithm For A Number of Times
● One Algorithm Can Be Coded In Multiple Ways
Essential Questions:
● How do we use software to achieve a goal?
● Why do programs sometimes not work as expected?
● How do we make programs repeat?
Learning Objectives - Students will be able to...
● Break down an objective into component tasks
● Write an algorithm with steps specific enough to successfully achieve an objective
● Debug and revise a program by identifying the cause of the error or undesired behavior
Design Thinking Connection:
● Explore:​ Identify Solution Criteria
● Imagine:​ Brainstorm Solutions
● Prototype: ​Plan and Conduct Testing, Troubleshoot Issues
● Iterate​:​ ​Identify Revisions, Replan, Retest
K-12 Computer Science Framework Standards:
Practices
Core Concepts
Crosscutting Concepts
Recognizing and Defining
Computational Problems
Algorithms
Communication and
Coordination
Control
Human–Computer Interaction
Creating Computational
Artifacts
Testing and Refining
Computational Artifacts
Devices
System Relationships
Hardware and Software
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Modularity
Troubleshooting
Important Terms:
1. Algorithm
2. Event Handling
3. Sequence
4. Debug
5. Loop
6. For Loop
7. Index
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STEAM Education
Lesson 1: P
​ rogramming a Light Show
Setup, Preparation and Clean Up
Materials:
- 1 - Cubit Computer Science Kit per student group
-
1 - Cubit Controller
-
1 - Light Sensor
1- Color LED Strip
1 - Buzzer
-
-
1 - USB Power Cable for each Cubit Controller or 4 - AA Batteries
1 - Origami Horn template copymaster
2 - sheets of cardstock of different colors to print enough templates for one origami cone
1 - Flashlight or other handheld light source
Resources:
Cubit Student Quick Guide
Cubit Computer Science Skills Guide
Rubrics (Notebook, Collaboration) and Brainstorming Mindset Guide
Lesson 1 Student Challenge Handout
Preparation before class:
1. Print enough origami horn templates on colored cardstock for one horn.
2. Build the origami horn and attach an LED strip.
3. Display two Cubit kits: one with the origami horn and one without
4. Load the Warm-up plan in Workshop.
5. Launch the plan and display the kit in a place where students can see it
6. Brainstorm ways students can set up the maze for the algorithm activity.
a. If you have access to open space, consider marking “walls” on the floor using
tape. To save time, you may wish to set this up ahead of time.
b. If you are making a maze in the classroom, consider using chairs for barriers.
Agenda
1. Warm-up: Thinking about the Horns show (5 min)
2. Theme and Essential Questions (5 min)
3. Acting Out Algorithms (15 min)
4. Introduction to Cubit (5 min)
5. Programming an LED light show (25 min)
6. Reflection on Big Ideas (5 min)
Clean up
1. Halt Program, Clear from Cubit, and Save Cubit Workshop Plan File to Drive (if desired)
2. Disconnect from Cubit Controller and Exit Workshop
3. Turn off or disconnect power
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4. Put away Kit
5. If necessary, return 4 AA Batteries to the designated space for storage and charging
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Lesson 1: P
​ rogramming a Light Show
Lesson Detail
Duration: 6
​ 0 minutes
Essential Questions:
● How do we use software to achieve a goal?
● Why do programs sometimes not work as expected?
Learning Objective:
● Break down an objective into component tasks
● Write an algorithm with steps specific enough to successfully achieve an objective
● Use For Loops and Infinite Loops to makes sets of algorithms repeat
● Debug and revise a program by identifying the cause of the error or undesired behavior
Differentiation
➔ Stretch - Custom Code Blocks
➔ Scaffold - Vocabulary Cards, Student Guides, Provide Start Files
Hook/Warm-up (5 min):
1. Ensure the two kits are displayed and working as students arrive. The kit with the
origami horn should be playing, and the other kit should be plugged in but not doing
anything.
2. Distribute brainstorm sheets to students.
3. Shine a light over the light sensor.
4. Prompt students to brainstorm in groups how this light show was made, and write down
ideas on their brainstorm sheets
Discuss Theme and Essential Questions (5 min)
1. Introduce the Theme: “How Can We Design An Interactive Musical Light Show?”. Tell
students they will make their own version of the light and music show they have just
seen.
2. Say, “Each day we will be answering specific questions to learn concepts that will help
us create the interactive musical light show. In the next few lessons we will learn about
concepts in computer science and try them out to create our shows.
3. Introduce the Essential Questions:
○ How do we use software to achieve a goal?
○ Why do programs sometimes not work as expected?
○ How do we make programs repeat?
Acting Out Algorithms (15 min)
1. Introduce the maze algorithm challenge
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STEAM Education
○
2.
3.
4.
5.
6.
7.
Tell students they will write a “real life” computer program by giving instructions to
help the teacher to navigate the maze. (Note: This activity can be adapted to
have a student volunteer navigate the maze.)
○ Explain the challenge: “We are going to build a classroom maze and I will
navigate it. You all will take turns giving me instructions to tell me how to get from
one end of the maze to the other. Your instructions have to make sure I will not
run into any of the walls of our maze.
Introduce and contextualize the terms hardware and software in the model.
○ Ask, “We are modeling something robots do. Who has heard of the terms
hardware and software? What do those mean? In our model, which is the
hardware and the software, and why do you think so?
Create the maze. Guide students so their a maze includes at least one path across the
classroom.
○ In the classroom, have students work together using their chairs or similar
objects.
○ In an open space, have students tape off a maze on the floor.
Gather students on the outside of the maze, and stand at the “beginning” of the maze.
Call on student volunteers to begin providing instructions acting as the “software”. Each
student should provide one instruction without correcting. Model interpreting the
instructions “too” literally. Try to run into the barriers if students’ instructions are not very
specific. Some examples:
○ Keep walking if students do not specify to stop.
○ Begin by taking very small or very large steps.
○ Move very quickly or very slowly.
○ If students do not specify a direction to walk, move in a diagonal line or sideways.
○ When asked to turn, turn too far or keep turning in a circle.
When you reach the end of the maze, debrief by congratulating students on creating a
successful algorithm and explain the terms “algorithm” and “debugging”.
○ Explain that computers follow instructions literally and these are called
“algorithms”. Algorithms need to be specific enough and provide enough
information to the hardware to achieve the programmer’s goal.
○ Explain that the process they used to figure out how to give you correct
instructions is called “debugging”: figuring out ways to fix problems with a
program that prevent it from achieving a goal. Promote a growth mindset by
congratulating students on persisting in debugging and emphasizing that
debugging is a part of programming in the real world, and that it can be valuable
for learning how to code.
If time remains, call on a student volunteer to try acting as the navigator “hardware”.
Questions for Understanding to Pose to Students During Activity and Debrief
1. Why don’t computers understand instructions the way that humans do?
2. What are the differences between hardware and software?
3. What can you learn when your instructions do not work as planned?
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Welcome to Cubit Introduction (Guided) (5 min)
1. Distribute Cubit Computer Science Kits
2. If necessary, introduce students to the basics of using the Cubit Controller and LED.
○ The Cubit Controller is the “brain” and communicates with the software
(Workshop) and hardware (Cubit smartware)
○ We create (program) the instructions.
○ The smartware we will use today is the LED light strip, which has ten LEDs
capable of showing different colors.
○ The cable connects each motor and sends instructions from the Cubit controller
to the motor
○ When we change the code, the LED lights change (remind students that the
Launch button sends code changes to the Cubit Controller)
3. Guide students through connecting to their Cubit controller to their computers and
connecting the LED smartware.
○ Students Open Cubit Workshop
○ Connect the LED strip to the Cubit Controller with a cable connector
○ Connect a USB or batteries to the Cubit Controller
○ From Workshop, select Your Cubit Name from the Cubit Selector menu and
connect your Cubit with the Connect button. If necessary, check Bluetooth
Setting on student devices
○ The LED Symbol will appear on the Port in the Block Menu and the connection
on the Cubit Controller will light up blue.
○ Select a Block from this Menu
○ Send your plan file to your Cubit Controller by selecting Launch
Programming an LED Light Shows (25 min)
1. Distribute “Light Show Algorithm Task Card” task card. Say, “Now we will begin
programming algorithms for our Cubits to control a light show using the LED smartware
(a type of hardware).
2. Project Brainstorming Mindset Guide and discuss each guideline.
○ Say, “These guidelines help us to work together in teams when coming up with
ideas.” Briefly discuss each guideline.
3. Direct students to create their light shows. Circulate and pose Questions for
Understanding to groups as they work.
4. If time remains, use the last few minutes to debrief the terms “Loop” and “Index”.
Questions for Understanding to Pose to Students During Collaborative Group work
1. Did anything happen when you launched your code that you did not expect? What
happened?
2. Describe how and ​why you changed your plan file. How did you figure out what was
wrong?
3. What does a Loop mean? Why is a loop useful for a light show?
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4. Explain what you found out about the term index while you were programming.
Reflection on Big Ideas
1. Ask 1-2 students what they learned about algorithms. Summarize the discussion with the
first two Big Ideas:
a. An Algorithm is a Set of Specific Instructions
b. Computers Read Algorithms Literally
2. Ask 1-2 students what they learned about the word loop. Summarize the discussion with
the second two Big Ideas:
a. Loops Repeat Steps Over and Over
b. For Loops Repeat an Algorithm For A Number of Times
3. Remind students that they replaced the “Do N Times” block with a “For Loop” block, and
that they made these two blocks do the same thing. Summarize with the last Big Idea:
One Algorithm Can Be Coded In Multiple Ways
4. If time remains, ask for examples of debugging. Ask if any group could not figure out
how to debug their program. Congratulate all students for debugging efforts. Emphasize
that programmers in the real world collaborate to debug, because it can be difficult, and
new perspectives can bring new ideas
Common Misconceptions to Address in this Lesson
➔ Computers understand instructions the same way humans do
➔ The functionality of hardware does not depend on software, and vice versa
➔ There is no way to fix some programming problems
➔ The only way to make an algorithm repeat is to write it over and over.
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Light Show Algorithm Task Card
Designing your Light Show
1. You will include at least one algorithm in your light show, and make the light show repeat
over and over. Pick an algorithm below and follow the instructions to create a light effect
on the LED strip.
2. Once your first algorithm is complete, you will write a second algorithm and connect your
two algorithms together.
3. When you finish both algorithms, go to the last section to make code to end your light
show.
4. If you have time, you can add more algorithms, or create your own algorithms using what
you’ve learned.
Algorithm Menu
1. Fading Colors
1. Goal: Create an algorithm that makes the light change colors slowly from
one color to another, and repeat for certain number of times.
2. Place two “Change LED colors over time” blocks. Choose your p
​ arameters​ -- the
color you want, and the number of seconds it takes to change to each color -and test your code.
i.
Did it work as your expected? Debug your algorithm.
3. Place a “Do N Times” block. Experiment to make your fading color algorithm
repeat a number of times.
i.
What is the position of your “Do N Times” block in your algorithm? That is,
is it the first step, last step, or a step in the middle?
4. Now, place a For Loop block. Take out the “Do N Times” block and replace it with
the “For Loop” block. Experiment to make your fading color algorithm repeat in
the same way as it did using the “Do N Times” block.
i.
Did this help you understand what “Index” means? Experiment to find out.
5. Connecting algorithms:
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i.
If you will be adding a n
​ ew ​algorithm to your light show, connect the first
block of your new algorithm to the “Completed” pin of your “For Loop”.
You may want to use Regions to organize your code -- it may get big!
ii.
If you are ​not a
​ dding new algorithms, you will make your sequence of two
(or more) algorithms repeat forever. Go to the last step of this card.
2. Flashing Colors
1. Goal: Make some of the lights on the LED strip flash colors while other
lights stay the same color.
2. Place a “Set All LEDs to Color” block for your starting color.
3. Place at least two “Set Indexed LED Color” blocks. Experiment to find out how to
make at least two different LEDs change from the original color to a new color, at
the same time.
i.
Did you see your lights change color? Or did they seem to start out as the
color you wanted them to change to? Try looking in the “Flow” menu to
make the Cubit wait before moving on to the “Set Indexed LED Color”
blocks. Use the Debug button to help you.
ii.
How did you connect the purple wires to make your selected LEDs flash
different colors at the same time?
iii.
Did this help you understand what “Index” means? Experiment to find out.
4. Now, place a For Loop block. Experiment to make your flashing color algorithm
repeat a number of times. Use what you know about the term “index” to figure out
how.
i.
What is the position of your “Do N Times” block in your algorithm? That is,
is it the first step, last step, or a step in the middle?
5. Connecting algorithms:
i.
If you will be adding a n
​ ew ​algorithm to your light show, connect the first
block of your new algorithm to the “Completed” pin of your “For Loop”.
You may want to use Regions to organize your code -- it may get big!
ii.
If you are ​not a
​ dding new algorithms, you will make your sequence of two
(or more) algorithms repeat forever. Go to the last step of this card.
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3. Fill the Strip
1. Goal: Change the color of the LED strip from one to another by changing it
two LEDs at a time.
2. Set a starting color using the “Set All LEDs to Color” block.
3. Start changing the individual LEDs on your strip by placing “Set LED Range
Color” blocks. Experiment to figure out how to make sets of two LEDs change to
a new color until all 10 LEDs have changed.
i.
Did you see your lights change color? Or did they seem to start out as the
color you wanted them to change to? Try looking in the “Flow” menu to
make the Cubit wait before moving on to the “Set LED Range” blocks.
Use the Debug button to help you.
ii.
What is a range?
4. Place a “Do N Times” block. Experiment to make your filling color algorithm
repeat a number of times.
i.
What is the position of your “Do N Times” block in your algorithm? That is,
is it the first step, last step, or a step in the middle?
5. Now, place a For Loop block. Take out the “Do N Times” block and replace it with
the “For Loop” block. Experiment to make your filling color algorithm repeat a
number of times. Use what you know about the term “index” to figure out how.
6. Connecting algorithms:
i.
If you will be adding a n
​ ew ​algorithm to your light show, connect the first
block of your new algorithm to the “Completed” pin of your “For Loop”.
ii.
If you are ​not a
​ dding new algorithms, go to the last section to figure out
how to make it repeat forever until you tell it to stop.
Creating an Infinite Loop that stops on a button press
1. Do this only after you have completed your second (or more) algorithm.
2. Place a “Cubit Button Pressed?” block. Connect the “Completed” pin to the “Cubit Button
Pressed?” block.
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3. Place a “Turn LEDs Off” block and connect it to the “Yes” pin of the “Cubit Button
Pressed?” block.
4. Connect the “No” pin of the “Cubit Button Pressed?” block. To the “Start” pin of the first
For Loop in your light show sequence.
5. Test it out. All your For Loops will complete -- your algorithm will not stop immediately
when you press the button on the Cubit!
6. This is called ​Event Handling:​ when part of an algorithm checks whether an event
happened (like a button press), and then does something new after the event.
7. Congratulations on your light show! If you have time, you can add more light shows to
your algorithm, or create your own algorithm using what you’ve learned. Don’t forget to
save your plan file!
C. Wrapping Up
1. Stop the Program
2. Save your plan file to Google Drive Folder.
3. Clear your plan from your Cubit Controller
4. Exit Workshop by clicking on the X in the upper right corner
5. Return your Cubit Controller, Cables, Smartware, and Power Source as instructed!
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Interactive Light and Music Project Brainstorm Worksheet
Observe how the Light and Music Project works. How do you think it was made? Why does it
act the way it does? What strategies do you think you would use to make your own version?
Brainstorm your ideas below.
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Lesson 2: C
​ oordinating Light and Sound
Standards and Conceptual Snapshot
Unit Theme:
How Can We Design An Interactive Musical Light Show?
Big Ideas:
● Blocks (Parts of an Algorithm) can Receive Inputs and Send Outputs
● Algorithms Use Data as Inputs and Outputs
● Conditionals Execute Different Algorithms In Different Conditions
Essential Questions:
● How can different parts of a program communicate with each other?
● How can we write programs so the output depends on the input?
Learning Objectives - Students will be able to...
● Use data outputs from one part of an algorithm as an input to control aspects of another
part of an algorithm
● Use a conditional to program different algorithms for a TRUE and a FALSE condition
Design Thinking Connection:
● Explore:​ Gather Information
● Imagine:​ Brainstorm Solutions, Evaluate and Select Ideas, Create Design Plans
● Prototype: ​Plan and Conduct Testing, Troubleshoot Issues
K-12 Computer Science Framework Standards:
Practices
Core Concepts
Crosscutting Concepts
Collaborating Around
Computing
Algorithms
Communication and
Coordination
Control
System Relationships
Creating Computational
Artifacts
Testing and Refining
Computational Artifacts
Devices
Hardware and Software
Modularity
Program Development
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Troubleshooting
Important Terms:
1. Input
2. Output
3. Variable
4. Frequency
5. Conditional
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Lesson 2: C
​ oordinating Light and Sound
Setup, Preparation and Clean Up
Materials:
- 1 - Cubit Computer Science Kit per student group
-
1 - Cubit Controller
-
1 - Light Sensor
1 - Color LED Strip
1 - Buzzer
-
-
1 - USB Power Cable for each Cubit Controller or 4 - AA Batteries
1 - copy of the Linking Lights to Music Task Card per student group
Resources:
Cubit Student Quick Guide
Cubit Computer Science Skills Guide
Preparation before class:
1. Draw Warm-up frequency diagrams on the board:
a. Draw a waveform of 1 cycle (1 peak and 1 valley) along an X-axis. Label the
X-axis to show that the cycle completes over 1 second. Label it “1 Hz”.
b. Draw a waveform of many cycles along another 1 second X-axis such that all the
cycles complete over the 1 second, and label accordingly. For example, draw 8
cycles (8 peaks and 8 valleys) over 1 second, and title the waveform “8 Hz”.
c. Draw another 1 second X-axis, but do not draw a waveform. Title it “262 Hz (C
note)”. Write a question mark where the waveform would be.
2. Make copies of the Linking Lights to Music Task Card, one per student group.
Agenda
1. Warm-up: The Science of Music (10 min)
2. Theme and Essential Questions (5 min)
3. Writing Algorithms to Coordinate Sound and Light (40 min)
4. Reflection on Big Ideas (5 min)
Clean up
1. Halt Program, Clear from Cubit, and Save Cubit Workshop Plan File to Drive (if desired)
2. Disconnect from Cubit Controller and Exit Workshop
3. Turn off or disconnect power
4. Put away Kit
5. If necessary, return 4 AA Batteries to the designated space for storage and charging
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Lesson 2: C
​ oordinating Light and Sound
Lesson Detail
Duration: 6
​ 0 minutes
Essential Questions:
● How can different parts of a program communicate with each other?
● How can we write programs so the output depends on the input?
Learning Objective:
● Write an algorithm that uses data from one type of smartware to control aspects of
another type of smartware
Differentiation
➔ Stretch - Custom Code Blocks, Create additional light pattern algorithms
➔ Scaffold - Vocabulary Cards, Student Guides, Provide Start Files
Hook/Warm-up: The Science of Music (10 min):
1. Explain that today students will be working with the buzzer smartware to create the
music for their projects. Tell them they will be using sound data, and need to learn about
this data before using it in their programs.
2. Direct students’ attention to the waveforms on the board. Ask, “What do you think these
represent?” Accept all responses.
● Tell students that the drawings are called waveforms and represent sound
waves. Give examples of other waves that can be represented by waveforms
such as light waves, a jump rope, or the movement of water waves in the ocean.
3. Discuss the phenomenon that sound waves represent. Ask,
● “What real-life phenomenon does a waveform of sound represent?”
● “Think about ocean waves. We can draw a waveform of their movement that
would look like the motion of the water. How are sound waves the same? How
are they different?”
● Guide students to an understanding that sound waves represent the movement
of air molecules. Things that make sounds move air molecules and create a
wave, just like splashing water creates waves by moving water molecules
● Tell students that we hear sounds when sound molecules hit our eardrums and
our brains interpret the motion of our eardrum. Say,
○ Say, “The peaks of a sound waveform represent the air molecules
compressing, or exerting a very small push. The valleys of a sound
waveform represent the air molecules becoming more spaced out,
exerting a very small pull. Our eardrums move back and forth from these
pushes and pulls, which we call vibration.
4. Introduce the idea of frequency. Ask,
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●
●
“What do you think Hertz means? What does it measure?”
Guide students to an understanding that a sound’s frequency is a measure of
cycles over time. Connect the term frequency to the more familiar term frequent.
● Say, “The frequency of a sound measures how frequent the wave cycles are.
Hertz (Hz) completes a full cycle over some period of time. Hz is a measurement
of the
5. Connect to music by discussing the 262 Hz (C note) waveform.
● Ask, “What would this 262 Hz waveform look like? Why do you think I did not
draw it?”
● Say, “If you played this frequency on an instrument, you would hear a C note in
the 4th octave.”
● If desired, give additional examples:
○ “If you played a sound with a frequency of 392 Hz, you would hear a G
note in the 4th octave.”
○ “If you played a sound with a frequency of 131 Hz, you would hear a C
note in the 3th octave, so it sounds lower than a C in the 4th octave.”
○ “If you played a sound with a frequency of 4186 Hz, you would hear a C
note in the 8st octave. That’s very high pitched!”
● Say, “When we hear different sounds in music, we hear changes to the waves
that are produced by whatever object is vibrating to create the sound.”
Discuss Theme and Big Idea (5 min)
1. Remind students of the Theme: “How Can We Design An Interactive Musical Light
Show?”. Tell students they will be adding to their Loop algorithm from the previous
lesson to create the program of their Interactive Musical Light show.
2. Introduce the Essential Questions:
○ How can different parts of a program communicate with each other?
○ How can we write programs so the output depends on the input?
3. Ask students how they might define the terms input and output. Ask students to interpret
the meaning of the second question.
Writing Algorithms to Coordinate Sound and Light (40 min)
1. Pass out the Linking Lights to Music Task Cards, one per student group.
2. Explain that students will complete two activities.
○ In Task 1, they will follow instructions to coordinate the LED lights with the song,
Twinkle Twinkle Little Star.
○ In Task 2, they will add their own coordinated music and light algorithm to the
loop algorithm they wrote in the previous lesson. They will use these algorithms
for their Interactive Musical Horn prototype, which they will design in the next
lesson.
3. Prompt students to begin working through the tasks. Circulate to provide support and
ask Questions for Understanding.
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Questions for Understanding to Pose to Students During Tasks
1. What is happening to the frequency data as the song plays?
2. When one LED lights up after another, what is happening to the LED index? What is its
value?
3. What would happen if you connected the frequency data pin directly to the LED index
pin?
Reflecting on Big Ideas (5 min)
1. Introduce each Big Idea, and ask volunteers to explain what they learned about each
idea during their task activities:
2. Big Idea: Blocks (Parts of an Algorithm) can Receive Inputs and Send Outputs
○ “What data was an input in your algorithm? What data was your output?”
○ “How did you know whether a block in your algorithm could receive input or send
input? How is that represented on the block?”
3. Big Idea: Algorithms Use Data as Inputs and Outputs
○ “How did your input change what your algorithm did? What was the output?”
○ If students need support, ask them to think back to the Convert Value block.
4. Big Idea: Conditionals Execute Different Algorithms Under Different Conditions
○ “What was the conditional in your algorithm?”
○ “Does anyone have an example of a question that is a conditional in English?
What makes it a conditional?”
Common Misconceptions to Address
➔ Sounds are an object; sounds are not the movement of air molecules
➔ A waveform does not represent the movement of a substance.
➔ Every part of an algorithm works independently of every other part of an algorithm.
➔ Smartware (or hardware) cannot work together or communicate with each other.
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Lesson 2: C
​ oordinating Light and Sound
Task Card​: ​Linking Lights to Music
Task 1
Goal:
Coordinate lights and music by making different LEDs light up on different notes of the song,
and turn the LEDs off when no sound plays.
Coordinating Lights With the notes “Twinkle Twinkle Little Star”
1. Create a ​Play Sequence​ block from the Buzzer Menu and connect the Start block to the
Play pin.
2. In this example we will use Twinkle Twinkle Little Star. The first 16 notes are:
CCGGAAG(Rest)
FFEEDDC(Rest)
(Rest is the word for a pause in music)
4. Click on the Edit Button on the Play Sequence block and enter the notes above.
5. Hit Launch and the Buzzer will play Twinkle Twinkle Little Star.
6. To add lights to our song, we will start by using the Logging block. We need to find the
Frequency Range for our notes so we can use that information to drive the LED strip.
7. Create a ​Log Values Over Time​ Block from the Logging menu.
8. Connect the Purple On Note pin to the Purple Log Values pin.
9. Connect the Blue Freq pin to the Blue Y-Value pin.
● Freq stands for Frequency, which is a number representing the pitch of the note
(Pitch is the word in music for how high or low a note is).
10. Hit launch again to see what frequencies are playing with each note.
● Notice that during the rests, the value of the frequency is 0.
● Look at the highest Y-Values and the lowest Y-Value, ignoring the zeros. This is
the range you will use to have different lights turn on with different frequencies.
● Hint​: If you are having trouble seeing the exact values on the graph, you can use
a Display Value block and watch it closely over time, looking for the highest and
lowest numbers.
● For this song, excluding the rests (0’s), the range is 262 to 440.
11. You can now delete the ​Log Values Over Time Block.
12. We are going to make the LEDs turn off on the rests (0’s). To do this, we need to tell the
Cubit to do different things when no note plays (a frequency of 0) versus when a note
plays (a frequency greater than 0).
13. Create a Compare > Comparators > ​Are Value Equal?​ Block. Connect the A==B pin to
the On Note pin of the Play Sequence block.
● Notice that there are two output pins (the purple pins on the right side of the
block), ​Equal ​and ​Not Equal.​ These are two ​conditions:​ the TRUE condition
(Equal) and the FALSE condition (Not Equal). You will use this block to run
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different algorithms under different conditions -- in the condition when the value is
equal to 0, and the condition when the value is not equal to 0.
● That is why this block is called a C
​ onditional:​ it gives instructions to do different
things in the TRUE and FALSE conditions.
14. Now we will have the Play Sequence block send the frequency to the Are Values Equal?
Block, to check whether or not it is 0.
● Connect the Freq(uency) pin to the A pin.
15. Set the B value to 0. The block will compare the value of A (the frequency) to the number
0.
16. Create a LED Strip > ​Turn LEDs Off​ Block and connect it to the Equal pin. We can say
this in English: “If the current frequency is equal to 0, turn the LEDs off”.
17. Now we will have different LEDs light up when different notes play. We will use the
frequency data as the ​input​ and the LED light index as the o
​ utput.
● However, the frequency data and LED index data are different ranges: the LEDs
are numbered 1 through 10, and the frequency range is 262 to 440.
● The goal is to change our frequency from the range 262 to 400 to the range 1 to
10 to drive the LED lights.
18. Create a Math > ​Convert Value​ block connect the Convert Value pin to the Not Equal
pin.
19. Connect the Blue Freq(uency) pin to the Blue Value pin. This is the value we will be
converting. The goal is to change our frequency from the range 262 to 400 to the range
1 to 10 to drive the LED lights.
20. Set the Input Range of the Convert Value block to be 262 for Input Start and 440 for
Input End.
21. Set the Output Range of the Convert Value block to be 1 for the Output Start and 10 for
the Output Range.
22. Explanation​: The Convert Value block is dividing the large frequency range (262-440)
into 10 smaller ranges (1-10). The length of these smaller ranges is 17.8 (do the math!).
This means that frequencies between 262 and 279.8 (which is 262 + 17.8) will light up
the first LED light (index 1), because the Convert Value block converts any frequency
input in this range into a result of 1.
23. Create a LED Strip > ​Turn LEDs Off​ Block and connect it to the output pin of the
Convert Value Block.
24. Create a LED Strip > ​Set Indexed LED Color​ Block and connect it to the output pin of
the Turn LEDs Off Block.
25. Pick a color by clicking on the white color selector button of the Set Indexed LED block.
26. Connect the Result pin of the Convert Value Block to the Index pin of the Set Indexed
LED Color Block.
27. Hit Launch and watch the amazing results of your coordinated music and light algorithm.
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Lesson 2: C
​ oordinating Light and Sound
Task Card​: ​Linking Lights to Music
Task 2
Goal:
Add your own Coordinated Music and Light Algorithm to your Loop algorithm for the final
Interactive Show project.
Write your own Coordinated Music and Light Algorithm
1. Now you can make your own coordinated music and light algorithm! You will add one to
the plan you made in the previous lesson, for your Interactive Show. The Music and
Light algorithm can go before or after your loop algorithm.
2. Load your plan and place the first block of your music and light algorithm like you did in
this example by placing a Play Sequence block.
3. If you want your Music and Light algorithm to happen b
​ efore​ your loop algorithm:
● Connect the Play pin of the Play Sequence block to the Start block.
● Then, connect the Done pin of the Play Sequence block to the Start pin of your
For Loop block.
4. If you want your Music and Light algorithm to happen a
​ fter ​your loop algorithm:
● Connect the Play pin of the Play Sequence block to the Start block.
● Then, connect the Done pin of the Play Sequence block to the Start pin of your
For Loop block.
5. Plan and write an algorithm for a light show in the same way you did with Twinkle
Twinkle Little Star. Test and revise until it works as you planned.
6. Make an Infinite Loop
● If your ​Music and Light algorithm is​ ​first​ and your Loop algorithm is s
​ econd,
connect the Completed pin of your for loop block to the Play pin of the Play
Sequence block
● If your​ Loop algorithm is first​ and your Music and Light algorithm is second,
connect the Done pin of your Play Sequence block to the Start pin of your For
Loop block.
7. Tip: You can “clean up” your code in Workshop by making “shortcuts” called GoTos.
Professional programmers keep their code simple so it is easier to read. You can too!
8. Create a GoTo by hovering your cursor over the wire making your two algorithms into an
infinite loop. A +GoTo icon will appear.
a. Click the icon and give your GoTo a label. Press OK.
b. Notice that the wire will turn into two GoTo arrows. When the Cubit gets to the
GoTo arrow at the end of your algorithms, it will “go to” the matching arrow with
the same name.
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Lesson 3: ​Prototyping The Light and Sound Show
Standards and Conceptual Snapshot
Unit Theme:
How Can We Design An Interactive Musical Light Show?
Big Ideas:
● Designers Plan, Build, Test, and Iterate On Prototypes
Essential Questions:
● What steps do designers and engineers use to create prototypes?
Learning Objectives - Students will be able to...
● Set project specifications and translate them into software and hardware design
● Build a prototype of a device displaying a light and music show
Design Thinking Connection:
● Explore​: Define a Challenge, Identify Solution Criteria
● Imagine​: Brainstorm Solutions, Evaluate and Select Ideas, Create Design Plans
● Prototype​: Build A Prototype, Troubleshoot Issues
● Iterate​: Provide and Receive Feedback, Identify Revisions, Replan, Rebuild
● Communicate​: Create Explanatory Diagrams, Document and Incorporate Insights
K-12 Computer Science Framework Standards:
Practices
Core Concepts
Crosscutting Concepts
Recognizing and Defining
Computational Problems
Hardware and Software
Human–Computer Interaction
Devices
System Relationships
Troubleshooting
Important Terms:
1. Design
2. Prototype
3. Users
4. Specifications
5. Iteration
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Lesson 3: P
​ rototyping The Light and Sound Show
Setup, Preparation and Clean Up
Materials:
- 1 - Cubit Computer Science Kit per student group
-
1 - Cubit Controller
-
1 - Light Sensor
1 - Color LED Strip
1 - Buzzer
-
-
1 - USB Power Cable for each Cubit Controller or 4 - AA Batteries
1 - Origami Horn template copymaster
2 - sheets of cardstock of different colors per student group (or more), to print enough
templates for one origami cone per group. Choose at least 3 colors of cardstock.
Glue or gluesticks, different varieties of tape, or other adhesive materials
1 - pair of scissors per group; 2 pairs if possible to make prototyping faster
Any materials that can be used to build the projects. Suggestions: cardboard, plastic
soda bottles, egg cartons, shoeboxes, pipe cleaners, straws, popsicle sticks, string, etc.
1 - permanent markers for labeling designs
1 - folder (or more) to keep Design Planning and Revisions worksheets for future lesson
1 - box paperclips to keep Design Planning and Revisions worksheets together for future
lesson
Resources:
Cubit Student Quick Guide
Cubit Computer Science Skills Guide
Rubrics (Notebook, Collaboration) and Brainstorming Mindset Guide
Lesson 1 Student Challenge Handout
Preparation before class:
1. Write the Warm-Up discussion question on the board: “If you were a designer, what
would you do to create a new product?”
2. Gather materials for students to build their designs. Consider asking students to bring
materials from home several days in advance.
3. Print 2 origami horn templates on colored cardstock per group. Distribute across different
colors enough for each group to have a choice of colors.
4. Have origami horn from Lesson 1 on hand. It does not need to be connected to a Cubit.
5. Ensure there is a space for students to keep their prototypes to revise and present in
future lessons.
6. Identify a folder or other place to keep student design planning worksheets for the next
lesson.
Agenda
1. Warm-up: What do Designers Do? (5 min)
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2. Theme and Essential Question (5 min)
3. Setting Design Specifications (15 min)
4. Prototyping Designs (35 min)
Clean up
1. Turn off or disconnect power
2. Put away Kit
3. Store prototypes
4. Store design planning worksheets for students to use in the next lesson.
5. Return and clean up building materials
6. If necessary, return 4 AA Batteries to the designated space for storage and charging
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Lesson 3: P
​ rototyping the Light and Sound Show
Lesson Detail
Duration: 6
​ 0 minutes
Essential Question:
● What steps do engineers use to plan designs?
Learning Objective:
● Set design specifications and translate them into a physical and software design
● Build a prototype of a device displaying a light and music show
Differentiation
➔ Stretch - Custom Code Blocks
➔ Scaffold - Vocabulary Cards, Student Guides, Provide Start Files
Hook/Warm-up: What do Designers Do? (5 min):
1. Prompt students to discuss the Warm-Up Question: “If you were a designer, what would
you do to create a new product?” Provide 3-4 minutes for partners or groups to discuss.
2. In the last 1-2 minutes, ask volunteers to share their ideas.
Discuss Theme and Essential Question (5 min)
1. Remind students of the Theme: “How Can We Design An Interactive Musical Light
Show?”. Explain that today they will be creating their plans, and building the device that
will play their musical light show.
2. Introduce the Essential Question: “What steps do designers and engineers use to plan
designs?”
Setting Design Specifications (15 min)
1. Hand out the Design Planning Worksheets to each group. Explain that they will use this
to guide their design of their Interactive Musical Light Show. Assign one student per
group to write on the worksheet.
2. Project Brainstorming Mindset Guide and discuss each guideline.
○ Say, “These guidelines help us to work together in teams when coming up with
ideas.” Briefly discuss each guideline.
3. Allow students to complete the worksheets and their designs. Set up the example
Circulate and ask questions for understanding.
Questions for Understanding to Pose to Students During Planning
1. Why not just start building your design right away?
2. Why is it important to think about users?
3. Why is it important to think about the needs of users?
4. How will it help to write down your specifications?
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5. How will it help to draw a diagram?
Prototyping Designs (35 min)
1. Tell students they will now build their designs.
2. Distribute the Design Revisions worksheet and read the introduction on the worksheet
aloud.
○ Tell students that it is important to record revisions so they can see their progress
in the design process.
○ Emphasize that there may not be enough time to make all revisions, and that
they will have time in future lessons to revise their prototypes.
3. Encourage students to prototype quickly by helping each other and distributing the work.
Everyone should have something to do at all times.
4. Distribute Cubit Computer Science Kits and printed Origami templates to each group.
5. Make scissors, tape, glue, permanent markers, and other materials available.
○ Tell students not to glue anything directly to smartware or the Cubit. Tell students
their designs must be able to come off the device.
6. Walk students through how you built the the origami horn from Lesson 1.
7. Prompt groups to begin creating their designs, starting with the origami horn. Circulate to
provide assistance, remind students to record revisions, and ask Questions for
Understanding.
8. When 5 minutes remain, debrief the activity.
○ Congratulate students on successfully engaging in designing prototypes.
Emphasize that running into issues is part of the design process. Mention the Big
Idea: “Designers Plan, Build, Test, and Iterate On Prototypes”
9. Have students paperclip their Design Planning and Revisions Worksheets together.
Collect them and store them for the next lesson.
10. Direct students to label the pieces of their prototypes and begin cleaning up.
Questions for Understanding to Pose to Students During Collaborative Prototyping
1. Now that you are building your design, do you still think it will meet your specifications?
2. Explain ​why your proposed revisions are important.
Common Misconceptions to Address
➔ Designing is usually a quick, smooth process.
➔ Planning is not necessary for most designs.
➔ Encountering problems or issues is a “bad thing”.
➔ Designers usually do not need to revise their designs; iteration is not necessary.
➔ Building things has to take a very long time; there is no such things as “quick
prototyping”.
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Design Revisions Worksheet
Revising your Interactive Musical Light Show Prototype
Making Revisions
You may discover issues or problems with your design. This is valuable information! It can be
used to make revisions.
Whenever you discover a problem with your original design, make a Revision Record. One
Revision Record has been written out for you. Create a new Revision Record for each revision
your team would like to make.
Revision Record 1
1. The problem:
2. Why it is a problem:
3. Our new idea:
4. We think this will work because:
5. We will revise it:
Now
Later
Write additional Revision Records below:
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Design Planning Worksheet
Designing your Interactive Musical Light Show
Materials
1. Cubit controller
2. Light sensor
3. LED strip
4. Buzzer
5. Origami Horn materials
6. Other materials provided by your teacher
Design Planning
Brainstorm all of the following in your group. Write down your ideas.
1. Who are the ​users​ use your Interactive Musical Light Show? What kinds of people are
you designing this device for? Brainstorm ideas together.
2. What are the ​needs​ of your ​users?
​ What is its ​purpose f​ or them? Why would these
people want to use your device? Brainstorm ideas together.
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3. Write down ​specifications​ for your device. What must your device do, or what parts
must it include, to achieve its p
​ urpose​ for the ​users?
​
Brainstorm ideas together. Start with number 1 in each section, and write as many
specifications ​as you need.
Device and hardware specifications:
1.
Software specifications:
1.
4. Brainstorm a design for your device to meet the s
​ pecifications.​ Remember that every
group will create the Origami Horn and attach it to the Buzzer. How will your design
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include the Light Sensor, the LED strip, and any other materials to meet your
specifications​?
Choose a design, then draw a diagram. Be sure to label the parts.
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Lesson 4: P
​ rogramming the Interactive Show
Standards and Conceptual Snapshot
Unit Theme:
How Can We Design An Interactive Musical Light Show?
Big Ideas:
● Variables Are Data with Names
● Variables Have A Value At Any Given Time
● Variables Can Be Used to Change Several Parts of an Algorithm At One Time
Essential Questions:
● How can a program respond to changing input?
● How can a programmer change many parts of an algorithm at the same time?
● How can a user control a program while it is running?
Learning Objectives - Students will be able to...
● Set a variable and use it to update multiple aspects of an algorithm
● Use a sensor to create an interactive program
● Create a software plan demonstrating multiple computer science concepts
Design Thinking Connection:
● Explore​: Identify Solution Criteria
● Imagine​: Brainstorm Solutions, Evaluate and Select Ideas, Create Design Plans
● Prototype​: Plan and Conduct Testing, Troubleshoot Issues
● Iterate​: Identify Revisions, Rebuild, Retest
K-12 Computer Science Framework Standards:
Practices
Core Concepts
Crosscutting Concepts
Collaborating Around
Computing
Algorithms
Communication and
Coordination
Control
System Relationships
Creating Computational
Artifacts
Testing and Refining
Computational Artifacts
Devices
Hardware and Software
Modularity
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Program Development
Troubleshooting
Variables
Important Terms:
1. Parallel Algorithms
2. Sensor
3. Variables
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Lesson 4: P
​ rogramming the Interactive Show
Setup, Preparation and Clean Up
Materials:
- 1 - Cubit Computer Science Kit per student group
-
1 - Cubit Controller
-
1 - Light Sensor
1 - Color LED Strip
1 - Buzzer
-
-
1 - USB Power Cable for each Cubit Controller or 4 - AA Batteries
1 - copy of the Programming the Light-Controlled Ping Pong Worksheet & Task Card per
student group
1 - Flashlight or other light source per group.
Resources:
Light-Controlled Ping Pong plan file
Light-Controlled Ping Pong Worksheet & Task Card copymaster
Cubit Student Quick Guide
Cubit Computer Science Skills Guide
Preparation before class:
1. Gather enough flashlights or other light sources for each group to use one. Consider
asking students to bring a flashlight from home. If students have smartphones with
flashlights, these may also be used.
a. Test light sources to make sure they are sufficiently bright by creating a
Workshop plan with a Read Light Sensor Data block, and checking the values.
The best light sources will provide enough light for the Sensor to read 1000.
2. Make sure students have access to the Light-Controlled Ping Pong plan file.
3. Make copies of the Light-Controlled Ping Pong Worksheet & Task Card, one per student
group.
4. Place a Cubit with all smartware attached in a place where the class can see it.
5. Project Workshop and load the Light-Controlled Ping Pong plan file onto the Cubit at the
front of the class.
Agenda
1. Warm-up: Understanding Parallelism (5 min)
2. Theme and Essential Questions (5 min)
3. Understanding Variables and Finishing Interactive Light Show Plans (45 min)
4. Reflection on Big Ideas (5 min)
Clean up
1. Halt Program, Clear from Cubit, and Save Cubit Workshop Plan File to Drive (if desired)
2. Disconnect from Cubit Controller and Exit Workshop
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3. Turn off or disconnect power
4. Put away Kit
5. If necessary, return 4 AA Batteries to the designated space for storage and charging
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Lesson 4: P
​ rogramming the Interactive Show
Lesson Detail
Duration: 6
​ 0 minutes
Essential Questions:
● How can a program respond to changing input?
● How can a programmer change many parts of an algorithm at the same time?
● How can a user control a program while it is running?
Learning Objective:
● Set a variable and use it to update multiple aspects of an algorithm
● Use a sensor to create an interactive program
● Create a software plan demonstrating multiple computer science concepts
Differentiation
➔ Stretch - Custom Code Blocks, Extend Light Show algorithms, Add algorithm for event
handling by Cubit button press
➔ Scaffold - Vocabulary Cards, Student Guides, Provide Start Files
Hook/Warm-up: Understanding Parallelism (10 min):
1. Project Workshop and set up a Cubit with all smartware attached.
2. Turn on Debugging and launch the Ping Pong Light Interactive plan.
3. Tell students to watch which blocks are active in the top and bottom algorithms (in the
green Ping Pong Effect region and the orange Wait Time Variable.
○ Ask, “Which blocks are active at any given time?”
○ “Are they running in order, or at the same time?”
4. Explain parallelism. Say,
○ “When more than one algorithm runs through a single processor at one time, this
is called ​parallelism​. The two algorithms in our plan run in parallel.” If students
are not comfortable with the word parallel, explain using parallel lines on the
board. Connect this to the way the different algorithms in the plan are arranged.
5. Explain how processors like the Cubit handle algorithms running in parallal.
○ Say, “We see the algorithms running simultaneously. Actually, the processor
inside the Cubit processes each algorithm in sequence, that is, one block after
another. However, processors like the Cubit work so fast that the two algorithms
run at about the same time -- there are only tiny fractions of a second between
the times the Cubit processes each part of an algorithm.
○ “Many computers have more than one processor, and when a different algorithm
runs in each processor at the same time, this is true parallelism.”
Discuss Theme and Big Idea (5 min)
1. Remind students of the Theme: “How Can We Design An Interactive Musical Light
Show?”. Tell students they will be learning a final computer science concept today, and
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then completing the plans for the Interactive Musical Light show they will run on their
prototypes.
2. Introduce the Essential Questions:
○ How can a program respond to changing input?
○ How can a programmer change many parts of an algorithm at the same time?
○ How can a user control a program while it is running?
Understanding Variables and Finishing Interactive Light Show Plans (45 min)
1. Pass out the Linking Lights to Music Task Cards, one per student group.
2. Explain that students will complete two activities.
○ In Task 1, they will follow instructions to coordinate the LED lights with the song,
Twinkle Twinkle Little Star.
○ In Task 2, they will add their own coordinated music and light algorithm to the
loop algorithm they wrote in the previous lesson. They will use these algorithms
for their Interactive Musical Horn prototype, which they will design in the next
lesson.
3. Prompt students to begin working through the tasks. Circulate to provide support and
ask Questions for Understanding.
Questions for Understanding to Pose to Students During Tasks
1. Explain to me what a variable is.
2. What is useful about variables?
3. Have you used variables in math before? What about like this: if you have an equation
like x + x + 1, and the value of x is 2, what would the answer be? Does this word mean
the same thing in math and in computer science?
4. Have you reached the step where you work with the two Wait Time regions? (if yes…)
Why can you replace the three steps in the top Wait Time region with just one block?
How could this kind of thing help a professional programmer?
Reflecting on Big Ideas (5 min)
1. Introduce each Big Idea, and ask volunteers to explain what they learned about each
idea during their task activities:
○ Big Idea: Variables Are Data with Names
○ Big Idea: Variables Have A Value At Any Given Time
○ Big Idea: Variables Can Be Used to Change Several Parts of an Algorithm At
One Time
2. Congratulate students on completing their Interactive Light Shows. Tell them they will
present their plans on their prototypes in the next lesson.
Common Misconceptions to Address
➔ Different instances of a variable with the same name have different values.
➔ Variables only have names like X or Y; they cannot have names in words.
➔ Computers can process any amount of data simultaneously.
➔ A sensor has an input and an output.
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Lesson 4: P
​ rogramming the Interactive Show
Worksheet & Task Card:​ Programming the Interactive Musical Light Show
Worksheet Activity 1
Goal:
Understand a program that changes the speed of a ping-pong light effect when a light is shined
on the sensor.
Interpreting the Light- Controlled Ping Pong Light Interactive plan
1. Launch the plan file and watch what happens to the LED strip. Change the amount of
light on the sensor by shining a light on it, and by covering the sensor.
2. Notice that there are regions in this plan. Regions look like light-colored boxes that
surround parts of the code. When you zoom out, you can see the name of each region.
● Regions are a good way to keep code organized and label what an algorithm
does.
3. Turn on Debugging in your plan file while the effect is running. Watch which blocks light
up and when. Notice what happens to the blocks in each region.
4. With your group, study the plan file and complete the “algorithm story” below for each
region:
Algorithm story of the region titled “​Ping Pong Effect​”:
1. When the Launch button is pressed, the Set Variable block creates a variable and gives
it the name _________________. This Variable starts off with a value of 0.
2. The Set Variable block then starts a For Loop block. An algorithm connects to the Loop
Body pin. The first block in this algorithm is the Turn LEDs Off block.
3. All the blocks in that algorithm run until the Wait block is done. The Done wire of the Wait
block connects back to the Next Index pin on the For Loop block. What this does is
_________________________________________________________.
4. Each time the For Loop runs, the Current Index pin sends _______________________
to the Index Pin of the Set Indexed LED block. This tells the Set Indexed LED block to
____________________________________________________________________.
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5. The first time this For Loop runs, the value of the Current Index is _________________,
and the value of the Index of the Set Indexed LED Color is
________________________. This makes the LED smartware
_____________________________________________________________________.
6. The Set Indexed LED block then connects to three blocks in the “Wait Time” region. The
Read Light Sensor Data uses the Light Sensor smartware to send an output of
__________________________________________________ to the Value pin of the
Convert Value block.
7. Think back to what you learned about how Convert Value blocks work. If the light sensor
measures light with a Lux value of 1000, the Convert Value block sends the Basic Math
block an output with the value _____________________________________________.
8. The Basic Math block has two inputs. The input titled A takes its value (1) and
___________________ the value that is the input titled B (this is the type of math the
Basic Math block does). If the value of the input sent to the B pin is the amount that you
answered in step 7 above, then the output of the Basic Math block is
_______________________________.
9. This makes the Wait Block that takes input from the Basic Math block wait for
______________________________ seconds (in our example where the Light Sensor
measures light with a Lux value 1000.)
10. The Wait Block has a wait time of 0.2 seconds, so it waits that long before it loops back
to the Get Light Sensor Data block. This makes this part of the algorithm repeat more
slowly, every 0.2 seconds.
11. Then the wire connecting back to the For Loop block makes the algorithm
___________________________, but this time the value sent to the Set Indexed Color
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block is __________________________. On the LED strip, this causes
_______________________________________________________________.
12. The For Loop completes when
___________________________________________________________________.
Then it connects to the second For Loop block.
13. This For Loop block connects to a Turn LEDs Off block and a Set Indexed LED block,
just like the other part of the algorithm. But when this part of the algorithm runs for the
first time, the difference is that ___________________________________________
___________________________________________________________________.
14. The second time the For Loop runs the Loop Body, the Set Indexed LED block
____________________________________________________________________ on
the LED Strip.
15. The Set Indexed LED block connects to the Get Variable Block. We will think about the
value of this block later, after you complete the next Algorithm Story.
16. On the last time the For Loop runs, the Completed pin connects to the
____________________________ pin of the first For Loop in the algorithm. This makes
the LED Strip _____________________________________________________
___________________________________________________________________.
Algorithm story of the region titled “​Wait Time Variable​”:
1. When the Launch button is pressed, it runs the algorithm in the blue Wait Time region.
This region has the same title as the blue Wait Time region of the Ping Pong Effect
algorithm. The Basic Math block in both of these regions output the SAME VALUE /
DIFFERENT VALUES (circle one).
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2. The output of the Basic Math block sends a value to the input pin of the Set Variable
block. If the value of the Basic Math block output is 0.5, then the value of the WaitTime
variable is ___________________________________________________________.
3. Then the Wait block waits for 0.2 seconds before the Get Light Sensor Data block fires
again and the algorithm starts over.
There is a Get Variable block in the Ping Pong Effect region. It leads to a wait block that gets an
input of the value output of the Get Variable block. What does this block have to do with the Set
Variable block in the Wait Time Variable region? _____________________________________
___________________________________________________________________________
___________________________________________________________________________
Worksheet Activity 2
Goal:
Add a Variable to the Ping Pong Effect Region and understand how it works.
Writing algorithms with variables
1. Zoom into the Wait Time region that is part of the Ping Pong Effect region.
2. We are going to delete all the blocks in this region. Click the tab at the top right corner of
the region (it says “Wait Time”). Hit the backspace or delete key on your computer. All
the blocks in that region should disappear.
3. We will replace those blocks with the variable titled WaitTime. Add a Get Variable block
from the Utilities -> Variables menu.
4. In the drop down, select the title WaitTime.
5. Connect the Get Variable block to the Set Indexed LED Color block and the Wait block
using purple wires.
6. Connect the output pin of the Get Variable block to the input pin of the Wait block.
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7. Add a Display Value block and connect it to the Get Variable block with a purple wire.
Connect the output pin of the Get Variable block to the input pin of the Display Value
block. This lets you see the current value of the Get Variable block.
8. Launch this algorithm to your Cubit. Test the plan by shining the light on the light sensor
and covering it with your hand. Does the plan work in the same way as it did before you
changed the plan? Circle one: YES / NO, it works differently in this way:
____________________________________________________________________
9. While the plan is running on the Cubit, compare the Display Value blocks that are now in
your plan. Their value is THE SAME / DIFFERENT.
10. With your group, describe in your own words how the WaitTime variable works in this
plan, and why it is useful:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Save your plan. Congratulations!
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Lesson 4: P
​ rogramming the Interactive Show
Worksheet & Task Card: ​Programming the Interactive Musical Light Show
Task 2
Goal:
Add your own Interactive Light algorithm to the Interactive Musical Light Show you will play on
your prototype that you built in the previous lesson. This will finish your Interactive Musical Light
Show!
Write your own musical light algorithm using variables
1. Load the plan you have been working on and place the first block of your music and light
algorithm like you did in this example by placing a Play Sequence block.
2. Plan and write your own algorithm that uses variables to respond to the data from the
light sensor smartware, similar to what you saw in the Light-Controlled Ping-Pong plan.
Use what you learned about the buzzer smartware to add sounds or music to this
algorithm. Test and revise until it works as you planned.
3. Use what you have learned about loops to make your light show repeat in an infinite
loop.
4. Congratulations, you have now completed your Interactive Musical Light show! B
​ E
SURE TO SAVE YOUR PLAN FILE!
5. If you have more time, add more algorithms to your show. Make sure your show still
repeats in an infinite loop.
6. Tip: Your code may have a lot of wires that look confusing. You can “clean up” your code
in Workshop by making “shortcuts” called GoTos. Professional programmers keep their
code simple so it is easier to read. You can too!
7. Create a GoTo by hovering your cursor over the wire making your two algorithms into an
infinite loop. A +GoTo icon will appear.
a. Click the icon and give your GoTo a label. Press OK.
b. Notice that the wire will turn into two GoTo arrows. When the Cubit gets to the
GoTo arrow at the end of your algorithms, it will “go to” the matching arrow with
the same name.
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Lesson 5: P
​ rototype Gallery Walk
Standards and Conceptual Snapshot
Unit Theme:
How Can We Design An Interactive Musical Light Show?
Big Idea:
● Designers and Engineers Use Feedback To Improve Designs
Essential Question:
● Why do designers show their designs to others?
Learning Objectives - Students will be able to...
● Present designs and ask questions to solicit feedback
● Explain computer science concepts used in designs
● Evaluate the success of designs based on feedback
Design Thinking Connection:
● Explore:​ Gather Information
● Imagine:​ Brainstorm Solutions
● Prototype: ​Troubleshoot Issues
● Iterate​:​ ​Provide and Receive Feedback, Identify Revisions, Replan
● Communicate​: Create and Give Presentations, Create Explanatory Diagrams, Get New
Perspectives, Document and Incorporate Insights
K-12 Computer Science Framework Standards:
Practices
Core Concepts
Crosscutting Concepts
Testing and Refining
Computational Artifacts
Algorithms
Communication and
Coordination
Creating Computational Artifacts
Control
Human–Computer Interaction
Devices
System Relationships
Hardware and Software
Program Development
Troubleshooting
Important Terms:
1. Iteration
2.
User Testing
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Lesson 5: P
​ rototype Gallery Walk
Setup, Preparation and Clean Up
Materials:
- 1 - Cubit Computer Science Kit per student group
-
1 - Cubit Controller
-
1 - Light Sensor
1 - Color LED Strip
1 - Buzzer
-
-
1 - USB Power Cable for each Cubit Controller or 4 - AA Batteries
Glue or gluesticks, different varieties of tape, or other adhesive materials
Student Prototypes built in previous lessons
1 - Flashlight or other handheld light source per group
1 - copy Progress as Programmers Worksheet per student group
1 - copy Prototype Feedback Worksheet per student group
Students’ completed Design Planning Worksheets from previous lesson
1 - (optional) timer or online/phone app,to track presentation time for different groups
Resources:
Copymasters:
● Progress as Programmers Worksheet
● Prototype Feedback Worksheet
Cubit Student Quick Guide
Cubit Computer Science Skills Guide
Rubrics (Notebook, Collaboration) and Brainstorming Mindset Guide
Lesson 1 Student Challenge Handout
Preparation before class:
1. Make copies of the Progress as Programmers and Prototype Feedback Worksheet, one
per group.
2. Ensure there is sufficient space for students to display their designs and for students to
travel to view different prototypes.
3. Make sure student prototypes are available to rebuild.
4. Make sure students’ completed Design Planning Worksheets are available to distribute.
5. Write the following Gallery Walk Roles on the board:
○ Presenter Role
1. Say who your target users are, the purpose of your project, and the
specifications.
2. Launch the show and show how it works.
3. Explain how your code contains each computer science idea.
4. Write down revision feedback.
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○
Viewer Role
1. Act as if you are the target users.
2. Ask questions about each computer science idea.
3. Give feedback on the design.
4. See as many prototypes as possible.
6. Consider what to do with student prototypes after class, such as dispose or save. If
desired, extend this unit by saving prototypes and adding a final prototype revision day
based on feedback from this lesson, or have students add new algorithms to their
programs.
7. If desired, prepare for Assessment Opportunities (see end of Lesson Detail). If
documenting student explanations in the Gallery Walk, consider preparing a clipboard
with a class roster and space to write evaluations.
Agenda
1. Warm-up: Progress as Programmers (5 min)
2. Theme and Essential Questions (5 min)
3. Preparing to Present Using Regions (10 min)
4. Prototype Gallery Walk (40 min)
Clean up
1. Halt Program, Clear from Cubit, and Save Cubit Workshop Plan File to Drive (if desired)
2. Disconnect from Cubit Controller and Exit Workshop
3. Turn off or disconnect power
4. Put away Kit
5. If necessary, return 4 AA Batteries to the designated space for storage and charging
6. Save or dispose of prototypes.
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Lesson 5: P
​ rototype Gallery Walk
Lesson Detail
Duration: 6
​ 0 minutes
Essential Question:
● Why do designers show their designs to others?
Learning Objective:
● Present designs and ask questions to solicit feedback
● Explain computer science concepts used in designs
● Evaluate the success of designs based on feedback
Differentiation
➔ Stretch - Custom Code Blocks, Extend with another Revision Cycle, Give Presentations
to Younger Students
➔ Scaffold - Vocabulary Cards, Student Guides, Provide Start Files
Hook/Warm-up: Progress as Programmers (5 min):
1. Pass out a Progress as Programmers Worksheet to each group.
2. Prompt students to reflect on what they have learned by writing their ideas about each of
the computer science concepts in the first column of the worksheet. Instruct them NOT
to move on to the second column.
Discuss Theme and Essential Question (5 min)
1. Remind students of the Theme: “How Can We Design An Interactive Musical Light
Show?”. Tell students they will now present their own designs and prototypes of the light
and music show to each other, and get feedback from their peers on how well it meets
the specifications.
2. Introduce the Essential Question: “Why do designers show their designs to others?”
Preparing to Present using Regions (10 min)
1. Prepare students for the presentation task. Say,
○ “You will be presenting your prototypes to other people. You will also be showing
other people your plan in Workshop, and explaining how your code shows the
concepts you have learned We can make it easier to show people the parts of
our program by organizing our code. Professional programmers also organize
their code to make it easier to show other people. In Workshop we can organize
our code visually using regions. For example, to show that your code covers the
concept of loops, you can make a region titled “Loop” around the part of your
code that contains a loop.
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○
“Part of your team will go view the prototypes of other groups, and the other part
of your team will stay with your prototype and explain it. This means everyone on
your team needs to know how to explain your software. The regions will help you
to show others which part of your program shows the concept.
2. Pass out Cubit kits and direct students to open Workshop.
3. Direct students to fill out the second column of the Progress as Programmers worksheet,
creating regions as they go.
○ “Work together so everyone knows how to talk people through the program. Use
the regions to keep organized. Write down the title and color of your region
Questions for Understanding to Pose to Students During Activity and Debrief
1. Why does the worksheet say you do not need to create a region for the “Algorithm”
concept? How many regions could you make for that concept -- Zero? One? Many?
Prototype Gallery Walk (40 min)
1. Read Gallery Walk Roles from the board.
2. Distribute each group’s Design Planning Worksheets. Explain that students will refer to
this to remember their user audience and purpose.
3. Hand out the Prototype Feedback Worksheet to each group.
4. Divide groups as evenly as possible into Viewers and Presenters.
5. Tell students they have about 5 minutes to assemble their prototype and prepare to
launch their Workshop plan. Consider giving students a 1- or 2- minute warning.
6. Begin the Gallery Walk by asking Viewers to distribute themselves among the prototypes
of different groups.
○ Consider setting an 15-minute timer to ensure all students have equal time in
each role.
○ Circulate to pose Questions for Understanding. Periodically remind Viewers to
switch groups and try and see as many prototypes as possible.
7. After 15 minutes, ask Viewers to return to their own prototypes and switch roles.
Circulate to pose Questions for Understanding and remind Viewers to switch groups and
try and see as many prototypes as possible. Reset your timer, if using.
8. After about 15 more minutes, ask Viewers to return to their groups, and briefly discuss
the revisions they wrote down.
9. Debrief with the Big Idea: “Designers and Engineers Use Feedback To Improve
Designs”.
10. Congratulate students on their successful presentations and programming. Encourage
growth mindset by giving specific feedback on students’ effort and persistence, and
emphasize that trying your best and exploring new ideas is how to gain new skills, like
becoming a professional programmer, designer, or engineer.
11. Have students disassemble their prototypes and clean up.
Questions for Understanding to Pose to Students During Prototype Gallery Walk
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1. Show me and explain which part of your Workshop plan demonstrates one of these
concepts.
2. Explain the concept this part of your code shows as if I were a younger student who
didn’t know computer science.
3. What knowledge did you have to use to program this?
4. Why did you connect the wires the way you did?
Common Misconceptions to Address in this Lesson
➔ Presenting prototypes is just for show.
➔ Code does not need explanation.
➔ Programmers just write code, they do not add notes or other ways to help others read
the code.
➔ Programmers work by themselves and don’t look at other people’s code.
Assessment Opportunities (Optional)
● Groups​: Review students’ ideas in the first column of the Progress as Programmers
worksheets
● Individual:​ During the Gallery walk, listen to students’ explanations of how their code
demonstrates computer science concepts. You may wish to document students’
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Progress as Programmers Worksheet
Warm-up: Reflect on your progress as programmers! F
​ ill out the FIRST column with what
you have learned about each computer science concept. Do NOT fill out the second column
during the Warm-Up -- wait until the next activity.
Presentation Planning:​ Identify these concepts in your program to prepare for the prototype
presentation.
Concept
Algorithms
Warm-Up​:
What we’ve learned
Presentation Planning:
How our prototype program
demonstrates this concept.
(Create a region in your plan if directed)
No Region Needed!
Region Name and Color:
Loops and
For-Loops
Go on to the next page.
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Concept
Warm-Up​:
What we’ve learned
Presentation Planning:
How our prototype program demonstrates
this concept. (Create regions if possible)
Region Name and Color:
Conditionals
Region Name and Color:
Comparators
Region Name and Color:
Variables
Region Name and Color:
Data Inputs
and Outputs
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Prototype Feedback Worksheet
Write down feedback from the people viewing your presentation.
Feedback on Workshop Plan
Feedback on Prototype Design
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